Updates from the School of Education during the COVID-19 Public Health Emergency

Below are the updates and guidance emails that were sent from the School of Education in response to the COVID-19 Public Health Emergency. Please also refer to important updates from Chancellor Matos Rodríguez and President Raab.

For assistance or to consult with an advisor, please visit the School of Education’s Virtual Reception.

How to Apply for the Emergency COVID-19 Certificate

The following is a step-by-step guide to apply for the Emergency COVID-19 certification through the New York State Department of Education’s TEACH Account.

Only students who are graduating in Summer 2020, Spring 2020 or prior semesters are eligible for the certification and those who are enrolled into a School of Education Alternative Certification program (Teaching Fellows, NYC Teaching Collaborative etc.).

You must meet all requirements for your base certification, except the exams, and apply by September 1, 2020.

For support, please contact soeoasa@hunter.cuny.edu.

1. Create/Log in to your TEACH Account

Students must create/log in to their New York State Education Department (NYSED) TEACH Account.

2. Apply for your base certification.

Depending on your program this could be an Initial, Additional Certificate, Transitional B Certificate or Professional Certification. Directions on how to apply can be found on the Certification and Licensure page. Choose your program from the list and follow those directions first. Keep that page open in another window or tab as you will need to refer to it again. Then return to these directions.

3. Verify/Update Profile Again

The Verify/Update Profile section will ask for education and employment history. You must open each section, review and save it in order to move forward in the application.

4. Select Certificate(s)

On the certificate page, enter the information as you have done for your base certification.

Select your Area of Interest: Follow directions from your Certification/Licensure page.
Select your Subject Area: Follow directions from your Certification/Licensure page.
Select the Grade Level: Follow directions from your Certification/Licensure page.
Select the Title: Follow directions from your Certification/Licensure page.
Select your Certificate Type: Emergency COVID-19

Students must add each certificate they want to apply for.

On the next page, select “Pathway – Individual Evaluation.” Then select Next.

5. Sign Affidavit

6. Confirm and Sign Application

7. Review Application Transaction Summary

School District Leader Considerations

(This update follows the Dean’s email from May 7th, and provides consideration for students in School District Leadership programs.)

School district leader (SDL) candidates are exempt from taking and passing the SDL assessment, respectively, for program completion and for the institutional recommendation for Professional certification, if they completed all program requirements other than the examination requirement during the Fall 2019, Winter 2020, Spring 2020, or Summer 2020 terms.

Candidates still need to take and pass the SDL assessment to earn the Professional SDL certificate.

SDL candidates may be eligible for the Emergency COVID-19 certificate, if they do not take and pass the required examination for the Professional and meet the eligibility requirements for the Emergency COVID-19 certificate, as described above.

I want to thank each of you for your patience and perseverance as we’ve all navigated the challenges and changes that have accompanied the COVID-19 pandemic. The faculty and staff in the Hunter School of Education are committed to supporting you in your goal of being a certified educator in NY state. We will continue to update you as we receive more information and guidance from the state. If you have any questions, please contact our virtual reception team at soereception@hunter.cuny.edu. Additionally, you can make an appointment to meet with your Administrative Advisor, Jason Riffaterre, to discuss all items pertaining to certification.

List of Courses from Spring and Summer 2020 Eligible for NYSED’s edTPA Exemption

Per Dean Middleton’s email from May 7, below is a full list of all courses from Spring 2020 and Summer 2020 whose registered teacher candidates are eligible for NYSED’s edTPA exemption (please see the May 7th communication for full information). The Dean’s office will be submitting candidates’ names to NYSED and the exemption will be reflected on candidates’ CUNYfirst records during the summer.

Spring 2020 Courses

BILED 78200 Supervised Stdnt Teaching (KC)
BILED 78300 Practicum in Grades 1-3 (KC)
BILED 78400 Practicum in Grades 4-6 (KC)
BILED 78700 Pract:1-3,YL (KC)
BILED 78800 Pract:4-6,YL (KC)
CEDC 72400 Stdnt Teaching: 1-3 & 4-6 (KC)
CEDC 72500 Stdnt Teaching Grades 1-3 (KC)
CEDC 72600 Stdnt Teaching Grades 4-6 (KC)
CEDC 72700 Practicum in Grades 1-3 (KC)
CEDC 72800 Practicum in Grades 4-6 (KC)
CEDC 77500 Fieldwork & Teachng Sem 4 (KC)
DANED 76400 Practicum
DANED 76605 Student Teaching
ECC 40100 Student Teaching
ECC 71600 Student Tchg: Early Child (KC)
ECC 71650 Stud Tchg: EC Blng Set 40 (KC)
ECC 71700 Supervised Practicum: EC (KC)
ECC 71750 Sprv Prac: EC Bilingual (KC)
ECC 71800 Early Child Stdnt Teachg (KC)
ECC 71850 Early Child Bil Std Teach (KC)
EDESL 75000 Practice:Pre K-6, YL
EDESL 75200 Supervised Teaching I (KC)
EDESL 75300 Supervised Teaching 2 (KC)
EDESL 79800 St Teaching/Acad ESL
EDESL 79900 Practicum/Adult ESL (KC)
EDLIT 74000 Leadership in Literacy (KC)
EDLIT 74200 Practicum in Literacy (KC)
EDUC 71700 Supervised Clinical Exp 1
EDUC 71800 Supervised Clinical Exp 2
QSTAP 41580 Student Teaching
SEDC 45260 Std. Tch.: Italian
SEDC 75100 Stdnt Teachg English 7-12 (KC)
SEDC 75201 Stdnt Teachg French 7-12 (KC)
SEDC 75202 Std. Tch: It 7-12 (KC)
SEDC 75203 Std. Tch: Sp 7-12 (KC)
SEDC 75300 Std Tch: Math 7-12 (KC)
SEDC 75401 Std. Tch: Bio 7-12 (KC)
SEDC 75402 Std. Tch: Chem 7-12 (KC)
SEDC 75403 Std. Tch: Phys 7-12 (KC)
SEDC 75404 Stdnt Tch: Earth Sci 7-12 (KC)
SEDC 75500 Std. Tch: SS7-12 (KC)
SEDC 75600 Std. Tch:Mus Prek-12 (KC)
SEDC 77110 Prac: Eng 7-9 (KC)
SEDC 77120 Prac: Eng 10-12 (KC)
SEDC 77211 Prac: Frn 7-9 (KC)
SEDC 77213 Prac: Sp 7-9 (KC)
SEDC 77221 Prac: Frn 10-12 (KC)
SEDC 77222 Prac: It 10-12 (KC)
SEDC 77223 Practicum Sp 10-12 (KC)
SEDC 77310 Prac: Math 7-9 (KC)
SEDC 77320 Practicum Math Gr 10-12 (KC)
SEDC 77411 Prac: Biology 7-9 (KC)
SEDC 77412 Prac: Chem 7-9 (KC)
SEDC 77421 Prac: Bio 10-12 (KC)
SEDC 77422 Prac: Chem 10-12 (KC)
SEDC 77423 Prac: Phys 10-12 (KC)
SEDC 77424 Practicum:Earth Sci 10-12 (KC)
SEDC 77510 Prac: SS 7-9 (KC)
SEDC 77520 Prac: SS 10-12 (KC)
SEDC 77610 Prac: Music Prek-6 (KC)
SEDC 77620 Practicum Music 7-12 (KC)
SEDCP 45100 Std. Tch.: Eng.
SEDCP 45220 Std. Tch.: French
SEDCP 45280 Std. Tch.: Spanish
SEDCP 45300 Std. Tch.: Math
SEDCP 45410 Std. Tch.: Biology
SEDCP 45430 Std. Tch.: Physics
SEDCP 45500 Std. Tch.: Soc. Stud
SEDCP 45600 Std Tch: Dance
SPED 72500 Stud Tch: Learn Disab 1-6 (KC)
SPED 72550 Sprv Prac: LD Grds 1-6 (KC)
SPED 72600 Stdnt Teach LD 1-6 (Pt 2) (KC)
SPED 72650 Supv Pract: LD 1-6 (Pt 2) (KC)
SPED 73700 Stdt Teach:Deaf/HOH,Pr-12 (KC)
SPED 73761 Pract:Deaf/HH,Gd1-6 (KC)
SPED 73763 Pract:Deaf/HH,Gd7-12 (KC)
SPED 74854 St Tch 2: B/Vi,Pr-6 (KC)
SPED 74855 St Tch 2: B/Vi, 7-12 (KC)
SPED 74856 Practicum II:Blind & VI (KC)
SPED 74857 Pract 2: B/Vi 7-12 (KC)
SPED 75200 St Tch: Bd, 1-3/4-6
SPED 75250 St Tch: Bd, 1-3
SPED 75252 Practicum: Bd, 1-3
SPED 75253 Practicum: Bd, 4-6
SPED 75254 Stdnt Teach BD 1-6 (Pt 1) (KC)
SPED 75255 Supv Pract: BD 1-6 (Pt 1) (KC)
SPED 75257 Supv Pract: BD 1-6 (Pt 2) (KC)
SPED 77500 Supvd Stdnt Teach: 7-12 (KC)
SPED 77550 Supvd Practicum: 7-12 (KC)
SPED 77700 Clin Tching, YL (KC)
SPED 78500 St Tch:Ld 1-3 or 4-6 (KC)
SPED 78550 Practm:Ld 1-3 or 4-6 (KC)
SPED 78551 St Tch:Ld,1-3 or 4-6
SPED 78551 St Tch: Ld,1-3 or 4-6
SPED 78552 Stdnt Tch: LD,1-3 or 4-6
SPED 78652 Teach Fellw LD Beh Dis II (KC)
SPED 78900 Adolescent Special Ed (KC)
SPED 79500 St Tch:Sev/Mult 1-6
SPED 79550 St Tch:Sev/Mult 1-3 (KC)
SPED 79551 St Tch:Sev/Mult 4-6 (KC)
SPED 79552 Pract: Sev/Mult 1-3 (KC)
SPED 79553 Sup Pract:Sev Mul Dis 4-6 (KC)
SPEDE 77600 Intro Fld Exp EC Spcl Ed (KC)
SPEDE 77810 Initial Stdnt Teach ECSE (KC)
SPEDE 77820 Final Stdnt Teaching ECSE (KC)
SPEDE 77900 Practicum EC Spcl Ed (KC)
SPEDE 77910 Initial Practicum in ECSE (KC)
SPEDE 77920 Final Practicum in ECSE (KC)
SPEDE 77951 Practicum EC Spec Ed (KC)
SPEDE 79550 Stdnt Teach: EC & Sev/MD (KC)
SPEDE 79551 Stdnt Teach: ECE w/Sev MD (KC)
SPEDE 79552 Pract:ECSE-Sev/MD Pr-K (KC)
SPEDE 79553 Pract: EC-Sev/MD K-2 (KC)
ADSUP 75100 District and School Based Field Experience Seminar in Administration and Supervision (KC)
ARTED 71200 Student Teaching in the Visual Arts Grades Pre-K-12 (KC)
CEDC 79400 Practicum in Grades 1-6 Year One
DANED 76602 Student Teaching
CHND 73100 Student Teaching in Chinese, Grades 7-12
CHND 74110 Practicum in Chinese, Grades 7-9
CHND 74120 Practicum in Chinese, Grades 10-12
LATED 73100 Student Teaching in Latin, Grades 7–12
LATED 74110 Practicum in Latin, Grades 7-9
LATED 74120 Practicum in Latin, Grades 10-12
MUSED 67700 Methods of Teaching Instrumental Music in Grades Pre-K-12
MUSED 67800 Methods of Teaching Vocal and General Music in Grades Pre-K-12

Summer 2020 Courses

SPEDE 77800 Stdnt Teach EC Spcl Ed (KC)
SPEDE 77951 Practicum EC Spec Ed (KC)
ECC 71800 Early Child Stdnt Teachg (KC)
ECC 71850 Early Child Bil Std Teach (KC)
CEDC 72500 Stdnt Teaching Grades 1-3 (KC)
CEDC 72600 Stdnt Teaching Grades 4-6 (KC)
CEDC 72700 Practicum in Grades 1-3 (KC)
CEDC 72800 Practicum in Grades 4-6 (KC)
BILED 76900 Instruction Native Lang-Chinse

Academic Plans and Rosters (for Partnership Programs)

BILCE-MSED NYC Teaching Fellows, NYC Teaching Collaborative | Childhood Bilingual
CEDAC-MSED East Harlem Tutorial Residency | Childhood Education
CSEAC-MSED NYC Teaching Fellows, NYC Teaching Collaborative | Childhood Special Education D75
DANED-MA Lincoln Center Scholars | Dance
MUAGAC-MA Lincoln Center Scholars | Music
SE712-MSED NYC Teaching Fellows, NYC Teaching Collaborative, Yonkers Teacher Academy, New Visions Pathways | Adolescent Special Education
TESOLAC-MA NYC Teaching Collaborative | TESOL
THEDAC-MA Lincoln Center Scholars | Theatre
BIOAEAC-MA Urban Teacher Residency (UTR) | Adolescent Biology
CHEAEAC-MA Urban Teacher Residency (UTR) | Adolescent Chemistry
ENGAC-MSED Urban Teacher Residency (UTR) | Adolescent English
ESCAEAC-MA Urban Teacher Residency (UTR) |Adolescent Earth Science
MATAEAC-MA Urban Teacher Residency (UTR) | Adolescent Math

May 7th: Guidance from the Dean regarding COVID-19 Emergency Certification

The New York State Education Department (NYSED) has provided us with an update on guidance for licensure and exams for educator preparation programs in the state. I understand that the COVID-19 health crisis has presented unexpected and unprecedented challenges in progressing through your degree and certification program. We in the Hunter School of Education will continue support as you navigate the requirements for graduation and certification. Below I describe the major elements of the guidance (and links to NYSED’s websites), as well as how we will continue to support you with the certification process.

As of May 1, testing centers in some locations in New York State did open. This means that the potential exemption from certification testing described in the April 3rd guidance from NYSED has not been implemented. We understand the current open locations are not in our area and that this poses a great challenge to you. Please know that we will continue advocating on your behalf with both NYSED and CUNY. Additionally, the School of Education is committed to supporting you through the testing process.

Students who have completed all certification requirements, including exams and edTPA, can apply for certification as usual. Directions on how to apply can be found on the School of Education’s page on Certification and Licensure.

Emergency COVID-19 Certification

For students who have completed all certification requirements, other than exam requirements and edTPA on or before September 2020, the state has created an additional Emergency COVID-19 certificate that will be valid for one year and available to candidates in their specified certificate areas. This applies to candidates graduating in Spring 2020, Summer 2020 or prior.

The Emergency COVID-19 certificate is available for candidates who are seeking one of the following certificates or extensions that require exam(s): Bilingual Education extension, Gifted Education extension, Initial or Professional certificate in classroom teaching (eg. Initial or Professional Childhood Education certificate), Initial or Professional certificate in the educational leadership service (School Building Leader, School District Leader, School District Business Leader), Subject in 7-12 for Students with Disabilities extension, Transitional B certificate. The full list can be found on NYSED’s Office of Teaching Initiatives website.

Candidates must apply for the certificate or extension sought on or before September 1, 2020 (e.g., Initial Childhood Education certificate). They must also apply for the Emergency COVID-19 certificate, in the same certificate title as the certificate or extension sought (e.g., Childhood Education), on or before September 1, 2020. Please check the NYSED Office of Teaching Initiatives website to find out when the COVID certificate application will be available.

Update on edTPA Exemption

Teacher certification candidates who complete student teaching or a similar clinical experience in Spring 2020 or Summer 2020 but were not able to complete their edTPA due to the COVID-19 crisis are eligible to be exempt from the edTPA. Candidates must instead take and pass the Assessment of Teaching Skills Written (ATS-W), or use a prior passing score on the ATS-W. Students who are eligible for this exemption are those who were/will be enrolled in student teaching or a similar clinical experience in Spring 2020 or Summer 2020 or are enrolled in a Transitional B/Alternative Certification program. A full list of all courses that are eligible for the exemption in Spring 2020 or Summer 2020 will be posted to the Hunter College School of Education Coronavirus page by Friday, May 8th. Exceptions can not be made.

For students who are planning to do the edTPA in the virtual learning environment, please see the April 3rd: Guidance for Candidates in Student Teaching/Practicum communication from the Dean. Please note there is a separate application process to utilize this option.

I want to thank each of you for your patience and perseverance as we’ve all navigated the challenges and changes that have accompanied the COVID-19 pandemic. The faculty and staff in the Hunter College School of Education are committed to supporting you in your goal of being a certified educator in NY state. We will continue to update you as we receive more information and guidance from the state. If you have any questions, please contact our virtual reception team at soereception@hunter.cuny.edu or make an appointment to meet with your Administrative Advisor to discuss all items pertaining to certification. We can support you in understanding these requirements and determining the path forward.

Sincerely,
Michael Middleton, Dean

April 24th: Guidance from Counseling Faculty to Rehabilitation Counseling Students re: Remote Plans for Fieldwork

The Rehabilitation Counseling program is working to ensure that Rehabilitation Counseling Fieldwork Students have opportunities to earn and complete their fieldwork hours this semester. Please review the remote fieldwork plan below and visit the program resource page for guidance in accruing fieldwork hours.

Rehabilitation Counseling Program Plan for Remote Fieldwork for Hunter College-CUNY, Spring 2020

This plan is intended to provide guidance to Rehabilitation Counseling Program Practicum (COCO 71800/71900) & Internship II (COCO 72604) students throughout the remainder of this semester. This alternative plan provides information to assist you in meeting your requirements for fieldwork in the midst of the changes due to the present COVID-19 Public Health Emergency. The Rehabilitation Counseling Plan set forth below is to assist students in completing their fieldwork hours for the Spring 2020 semester, no later than 5/20/20. Completion of hours can be met by continuing to provide ongoing counseling services to your clients, completing administrative tasks, and engaging in additional pertinent activities via distance learning and practice.

Fieldwork

In accordance with regulations established by New York State Education Department (NYSED) for Counselor Education Preparation Programs, this letter documents a plan for fieldwork students in the Rehabilitation Counseling Program at Hunter College-CUNY.
This semester NYSED is allowing Counseling Education Programs to develop complementary instruction plans to include distance training through the use of technology. The goal is for students to continue learning and accruing their fieldwork clinical hours following the transition to remote field placement experiences. This plan describes a pathway for the remainder of the semester in meeting your fieldwork hours requirement. This alternative plan divides activities into direct and indirect fieldwork hours. The plan includes the following:

Direct Fieldwork for both Practicum and Internship II

Students may provide client services via distance technology when approved by their site supervisors. These include Tele-practice (tele-communications and web-based applications) or Tele-health to counsel/work with clients in activities such as the following:

Intakes
Intervention: Individual counseling sessions
Intervention: Group counseling sessions
Client consultation

Indirect Fieldwork for both Practicum and Internship II

Distance technology engagement may include:

Client referrals
Videoconferencing/clinical staff meetings
Clinical supervision
Participating in webinars
Participating in workshops
Reviewing and/or discussing clinical vignettes (assessing, identifying treatment strategies, reporting, etc.)
Reviewing counseling videos
Developing counseling Groups Protocols
Developing disability/rehabilitation/vocational services resources manuals
Developing special projects generated by site supervisors
Reading, analyzing, and evaluating peer reviewed Rehabilitation/Disability journal articles
Reviewing resources/materials provided/posted online by Hunter College Counseling Faculty that is not included in prior items in this list

In order to receive credit for fieldwork hours, students need to record each activity in their Activity Logs as direct or indirect hours. Each activity will be counted in blocks of 4 hours. Students also need to provide evidence of these remote activities by posting pertinent information about them to be reviewed by their instructors to their web-based learning management system (e.g., Blackboard, Google Classroom).

If you have any questions, please contact your fieldwork instructors.

April 22nd: Update on Grading and Academic Policies during Public Health Emergency

Dean Middleton is updating all School of Education students on the grading and other academic policies that have been modified for this semester due to the coronavirus situation.

Credit/No Credit Option Considerations:

As part of The City University of New York’s response to the COVID-19 pandemic, all students, including Graduate students, have the option to convert any or all of the (A-F) letter grades they earn in their classes, during spring 2020, to Credit/No Credit grading. CUNY’s full CR/NC grading policy can be found here. Before choosing this grading option for one or more of your classes, please consult with your financial aid advisors regarding potential impact on your financial aid. Additionally, for those students in programs that lead to certification and licensure, there are additional considerations. Students should consult their faculty program leader for further guidance.

For teacher and school counseling certification requirements, NYSED has approved the use of CR grades toward certification for all candidates for Spring 2020. Please note, if you plan to seek certification or certification reciprocity with another U.S. state, the CR grade may not qualify. Each state maintains different standards for certification so you must check with the certification authority in the state in which you seek to become certified. Our guidance applies only to New York State.

For rehabilitation and mental health counseling licensure requirements, CACREP, CRCC and NYSED Office of the Professions also permit the use of CR grades toward licensure for all candidates for Spring 2020.

For students in the Applied Behavior Analysis program, please contact Prof. April Kisamore for guidance.

Please see additional considerations in the section below in regard to the CR/NC option and key courses that require a grade of B or better.

Students will be able to make this decision up to 20 business days after the University’s final grade submission deadline or the date of actual grade posting, whichever is later. Students will apply for CR/NC with Hunter College through CUNYFirst, and more information and instruction is forthcoming from the Registrar.

Progress Standards, Key Courses, Probation and Dismissals:

All programs in the School of Education have Progress Standards in order to support students in successfully advancing in their programs of study. To review the specific Progress Standards for your program, please review the Hunter College catalog for the year in which you began your program. Many of these standards stipulate specific GPA requirements and “Key Courses” in which students must earn a grade of B or better in order to pass.

In alignment with the Chancellor’s guidance, there will be no dismissals following the Spring 2020 semester. Students who earn a grade of NC or F in a key course, meaning a course that requires a grade of B or better to pass, will not be dismissed but must meet with their faculty advisor to develop a Plan of Action to progress in their program. Students will also be required to retake the course for which a grade of NC or F was earned, as those grades do not earn course credit.

Students currently on probation who do not perform sufficiently to get off probation will continue on probation in Fall 2020.

For students who take the CR/NC grade option.
- The CR grade will meet progress standards for key courses that require a grade of B or better to pass. This policy is currently in place for Spring 2020 only.
- The NC grade will not meet progress standards for key courses that require a grade of B or better to pass. The course will be required to be retaken if an NC or a grade below B is earned. Students who earn a grade of NC or F in a key course will not be dismissed but must meet with their faculty advisor to develop a Plan of Action to progress in their program.

Students admitted with conditions should be in touch with the Office of Admission and Recruitment soeadcon@hunter.cuny.edu about their timeline to complete course or exam conditions. Again, please refer to the Hunter College catalog should you have any questions about your coursework and program requirements. Additionally, you can make a virtual appointment to meet with an advisor to understand particular implications for you as you progress through your program.

April 20th: Remote Fieldwork Guidance for Mental Health Counseling Students

As a practicum or internship II current student, we would like to provide you with directions in how to proceed with your clinical fieldwork in the midst of the changes to the New York State Education Department (NYSED) licensure regulations due to the present Public Health Emergency, COVID-19. The Mental Health Program wants to make sure that our students complete their fieldwork hours for the Spring 2020 semester by continuing to counsel/work with clients, engage in administrative tasks, as well as partake in additional pertinent activities via distance learning and practice.

Fieldwork

This semester the New York State Education Department (NYSED) is allowing Mental Health Programs to develop complementary instruction plans to make possible distance training through the use of technology. The goal is for students to continue learning and accruing their fieldwork clinical hours following the transitioning to remote field placement experiences. The alternative plan below describes a pathway for the rest of the semester for meeting your clinical fieldwork hours requirements. This alternative plan was developed by our Mental Health Counseling Program, and divides activities into the same two previous domains consisting of direct and indirect fieldwork hours and it is as follows:

Direct Fieldwork for both Practicum and Internship II

Students may provide client services by distance technology, if approved by each student sites supervisors. These include Telepractice (telecommunications and web-based applications) or Telehealth to counsel/work with clients in activities such as the following:

Intakes
Intervention: Individual counseling sessions
Intervention: Group counseling sessions
Client consultation

Indirect Fieldwork for both Practicum and Internship II

Students’ distant technology engagement may include:

Clients’ referrals
Videoconferencing: Clinical staff meetings
Clinical Supervision
Participating in Webinars
Participating in Workshops
Reading clinical vignettes
Watching mental health counseling videos
Developing Counseling Groups Protocols
Developing mental health services resources manual
Developing special projects generated by sites’ supervisors
Reading, analyzing, and evaluating peer reviewed Mental Health journal
articles.

Receiving Credit

In order for students to be credited with their fieldwork hours, they need to record each activity in their Activity Logs under direct or indirect hours. Each activity will be accounted as 4-hours. Students must provide evidence of their remote activities by posting pertinent information about them in their web-based learning management system corresponding course folder (Blackboard, Google Classroom, etc.,).

Evidence Required for Participation in Webinars, Online Workshops, Reviewing Videos, Analyzing Peer Reviewed Journal Articles

Students will write a 1-2 pages reflection paper about the activity they complete. Please focus on these aspects when writing your reflection:

Main thesis
Your overall analysis
Your cognitive & emotional reactions
Your thoughts about how it helps you in your counseling training

Please note for videos of 15 minutes or less of duration, you are required to watch at least 3 to fulfill this requirement.

Evidence Required for Reviewing Clinical Vignettes

Students will write a 1-2 pages including conceptualization, treatment strategies, and goals.

Evidence Required for Group Protocol

Students will write a 6-page protocol (follow the guidelines and outlines from COCO 706 class).

Evidence Required for Resource Manual

Students will write a 6-page manual, including a content page and reference page.

Coordinate with Professor Michelle Lask

Please contact your fieldwork instructor or fieldwork coordinator, Professor Michelle Lask to plan the number of activities needed to complete the required direct and indirect fieldwork hours.

April 8th: Guidance for Students in School Counseling Clinical Fieldwork Classes (practicum or internship)

This message is addressed to students enrolled in a school counseling clinical fieldwork class (practicum or internship) in the counseling program during Spring 2020. We would like to take the opportunity to provide guidance regarding the changes to the NYSED certification regulations due to the COVID-19 Public Health Emergency.

Fieldwork: Practicum & Internship

Our goal is to ensure that you can meet your fieldwork hours by continuing to meet with students and engage in other activities remotely that have been approved by your supervisor. In addition, NYSED is allowing Counselor Education Preparation Programs during this current semester to create alternative models that allow for distance counseling methods, technologies, and tools, so that fieldwork students can continue to complete their clinical experiences after schools have moved to remote counseling. At Hunter we have identified three models for completing fieldwork hours for practicum and internship students this semester.

Model 1: Remote School Counseling Direct Fieldwork (Practicum & Internship)

This model includes utilizing virtual or telehealth client engagement tools that have been approved by each school site. Telehealth options include but are not limited to one-on-one student/counselor sessions and group counseling. Virtual engagement can include student workshops, team meetings, collaboration with supervisors on new projects or activities. Some students have maintained their relationship with their fieldwork site and are already engaging in remote counseling and other indirect services with the approval of their site supervisor. If you are in this situation, you should continue and record hours on your Activity Log as per usual practice.

If no appropriate remote counseling opportunity has been identified for you by your site supervisor, you can engage in Model 2.

Model 2: Alternative Remote School Counseling Fieldwork (Practicum & Internship)

For school counseling fieldwork students who are not currently engaged in remote counseling or other indirect activities with their students, counseling faculty have compiled a list of activities for students to utilize to continue accruing direct and indirect hours that will be accepted by the New York State Education Department. Please consult with your fieldwork instructor to determine your individual plan and the associated rubrics for the alternative fieldwork experience.

You may engage in the following types of activities:

Review and reflection of web-based material including, counseling videos, podcasts, and webinars.
Review and reflection of scholarly articles.
Clinical simulations: Similar to COCO 701, students identify another student in their fieldwork class and conduct a simulated video recorded (30 minute) counseling session. Students may use the following video platforms to record their sessions: FaceTime or Skype. Students should complete reflection questions that will be provided by your instructor. The rubric associated with the work is here.

Students will record each activity they complete in their Activity Log. Each activity should be recorded on your activity log as 4 hours (indirect), except for clinical simulations, which should be recorded as 4 hours (direct). For example, if you choose to watch a webinar and complete a reflection, you should document 4 INDIRECT hours on your activity log. If you choose to conduct a clinical simulation with a classmate and complete a reflection, you should document 4 DIRECT hours on your activity log. Evidence of having completed this work should be posted in the Blackboard folder for your class.

If you are engaging in remote counseling and indirect activities and need additional hours you may engage in model 3.

Model 3: Combination of Remote School Counseling Direct Experience and Alternative Remote School Counseling Fieldwork (Practicum & Internship)

Some school counseling fieldwork students are engaging in remote counseling and other indirect services with the approval of their site supervisor, but require additional hours. As described in Model 2, counseling faculty have compiled a list of activities for students to utilize to continue accruing direct and indirect hours that will be accepted by the New York State Education Department. Please consult with your fieldwork instructor to determine your individual plan and the associated rubrics for the alternative fieldwork experience.

Review and reflection of web-based material including, counseling videos, podcasts, and webinars.
Review and reflection of scholarly articles.
Clinical simulations: Similar to COCO 701, students identify another student in their fieldwork class and conduct a simulated video recorded (30 minute) counseling session. Students may use the following video platforms to record their sessions: FaceTime or Skype. Students should complete reflection questions that will be provided by your instructor.

Ongoing Updates

We will continue to inform you about any updated certification guidance from the state, based on any actions taken due to the COVID-19 Public Health Emergency. After spring break, Monday April 13th you can direct questions to your fieldwork instructor.

April 3rd: Guidance for Candidates in Student Teaching/Practicum

This message is addressed to teacher candidates enrolled in a student teaching or practicum course (or the equivalent) this semester. I would like to take the opportunity to provide guidance regarding the changes to the NYSED certification regulations due to the COVID-19 Public Health Emergency

Clinical Experiences (Student Teaching/Practicum)

NYSED is allowing Education Preparation Programs during this current semester to create alternative models that provide for distance education methods, technologies, and tools, so that candidates can continue and complete their clinical experiences after schools have moved to remote teaching and learning. At Hunter we have identified two models for completing student teaching or practicum this semester.

Model 1: Remote Student Teaching/Practicum

Some students have maintained their relationship with their clinical placement site and are already engaging in remote learning with their cooperating teacher, or have continued their practicum in their place of employment. If you are in this situation, you should continue your clinical experience.

For student teachers who are not currently engaged in remote student teaching, the School of Education is working to identify cooperating teachers who will allow you to resume student teaching with your previous classes remotely or others who may invite you to begin a new remote student teaching placement in April. The Office of Clinical Experiences will let you know if it has been able to identify a remote student teaching opportunity for you.

Student teachers in remote teaching and learning situations may engage in team teaching by assisting the cooperating teacher in all or most aspects of instruction, including lesson planning, preparation of instructional materials, preparation and grading of assessments, providing feedback on student work, engaging in parent communication, creating instructional videos (read alouds, mini lessons), giving synchronous or asynchronous lessons, adapting cooperating teacher’s lesson plans for students with disabilities within the remote teaching experience, or creating support materials for students and their families. You do not have to be in the actual Google Classroom with your class. You must be fully engaged in these activities for a minimum of 14 school days, completed by May 15, 2020, but are encouraged to participate for as long as possible.

You will submit artifacts to your field supervisor that demonstrate how you have met the standards on the program’s observation rubric. These artifacts must include an extensive reflection, similar to the lesson commentaries found in the EdTPA. Guidance related to these artifacts can be found in the attached document. Your field supervisor will meet with you to review the procedures and expectations regarding their evaluation of your clinical experience.

If no appropriate remote teaching opportunity is identified for you, you will need to engage in Model 2.

Model 2: Alternative Remote Student Teaching/Practicum

While those who must take this option will not be in a remote setting with a cooperating teacher, you are expected to develop and submit many of the same artifacts to your field supervisor that those who are in a remote classroom do in order to demonstrate how you have met the standards on the program’s observation rubric. These artifacts should include planning, assessment, and instructional components for at least two weeks of instructional time.

This work may be in one of two instructional contexts (or a combination of the two).

When possible, you will identify learners from your personal or professional network who will become your students for the two week experience. This could be family members or children of colleagues/classmates/instructors/program faculty. This arrangement should be approved by your supervisor before you begin. The age of the students should match the developmental range of the program in which you are enrolled. All instruction will be remote, unless the students live in the same space as you. You will assess the students’ needs, plan lessons based on those assessments, create instructional materials and assessments which must include direct instruction (video-based), assess your students’ learning, and provide feedback to the learners.
If it is not possible to teach actual young people, you will develop a two-week learning segment designed for the students you were teaching before schools closed. You will plan lessons, create instructional materials and assessments which must include direct instruction (video-based). You will teach two lessons in a remote synchronous environment to classmates from your seminar course (who will act as your students), with your field supervisor observing. In addition, you may also choose to develop and teach a demonstration lesson (synchronous or asynchronous) to your supervisor, who may use the observation rubric to assess the lesson using all applicable portions of the rubric.

You will submit artifacts to your field supervisor that demonstrate how you have met the standards on the program’s observation rubric. These artifacts must include an extensive reflection, similar to the lesson commentaries found in the EdTPA. Guidance for the portfolio can be found in the attached document. Your field supervisor will meet with you to review the procedures and expectations regarding their evaluation of your clinical experience.

edTPA

The State has acknowledged the challenges for student teaching in Spring 2020 to complete the edTPA in their placement because of the COVID-19 Public Health Emergency. Below are three options to fulfill the teacher performance assessment requirement for those students enrolled in student teaching/practicum in Spring 2020.

The teacher candidate will be exempt from the edTPA if they take and pass the Assessment of Teaching Skills Written (ATS-W) in lieu of the edTPA.
If the teacher candidate has sufficient data from the in-person portion of their student teaching experience, they may submit the edTPA as planned. Additional data may be collected during the remote teaching experience to supplement what has already been completed. If they do not pass the edTPA, they have the option to take and pass the ATS-W.
If the teacher candidate can collect sufficient data from the virtual learning environment, they could submit an edTPA based on the virtual experience. Additional guidance will be provided by the School of Education. If they do not pass the edTPA, they have the option to take and pass the ATS-W.

NYS Certification Exams

Currently all U.S. and Canada-based Pearson Vue-owned test centers are closed until April16, 2020. If test centers remain closed beyond May 1, 2020, NYSED will exempt candidates from taking certification exams for those candidates in registered education preparation programs whose student teaching experience was impacted by COVID-19 in Spring 2020. Students whose culminating clinical experience (student teaching or practicum) took place prior to Spring 2020 are not eligible for these exemptions at this time. The Dean will provide NYSED with a list of candidates eligible for the exemption. NYSED will make a notation in the candidates’ TEACH account indicating that they are exempt from the certification exams, including candidates who already took, but did not pass, one or more exams. Those candidates exempt from certification exams will be issued their respective certificate(s) upon completion of all other certification requirements.

We will continue to inform you about any updated certification guidance from the state, based on any actions taken due to the COVID-19 Public Health Emergency. If you have any questions, please feel free to reach out to soereception@hunter.cuny.edu or visit the School of Education’s virtual reception for assistance.

April 3rd: Message to All Students in Teacher Education Programs Regarding Certification

As you know, the current public health crisis with COVID-19 has created confusion and concerns about how students will continue in their professional preparation program. I want to assure you that we are working with our colleagues in the NY State Education Department and NYC Department of Education to adjust and plan for any necessary changes.

Those of you who are currently enrolled in a student teaching/practicum experience in Spring 2020, please see the message above for guidance on how to complete your experience.

For most of you, your progression in your certification program will proceed as planned before the current crisis emerged. Please continue in your courses through remote teaching and learning, and plan to engage in future requirements such as student teaching or practicum as planned. One variation in our policy is that students who plan to student teach in the 2020-21 school year will not need to complete state content exams (CST and EAS) prior to applying for student teaching since those testing centers are temporarily closed; however, you will still need to pass those exams at a later date to be eligible for certification.

Those of you who were involved in pre-student teaching experiences, including Learning Lab, have been given instruction on how to continue with your coursework. I want to confirm that the alternative fieldwork assignments (including those in Learning Lab) that you are completing under the supervision of your course instructors will fulfill any fieldwork hours that are required for your course this semester. Please reach out to your instructor or program advisor if you have any questions.

For those of you who completed student teaching or practicum in a prior semester, you will still need to complete the certification requirements as outlined on the certification page for your program.

We will continue to inform you about any certification guidance from the state, based on any actions taken due to the COVID-19 Public Health Emergency. If you have any questions, please feel free to reach out to soereception@hunter.cuny.edu or visit the School of Education’s virtual reception for assistance.

March 18th: Letter to Student Teachers

Dear Hunter School of Education Student Teacher,

We know that there are many unanswered questions related to your suspended student teaching experience. As the public health emergency around us is evolving daily we are committed to providing you with information and guidance as it becomes available.

Continuing Student Teaching During Remote Instruction

The New York City Department of Education has closed its schools for this week while teachers undergo professional development for delivering remote instruction which is scheduled to begin Monday, March 23. The implementation for remote instruction may provide a possibility for you to resume your student teaching experience. Some of you have reached our Office of Clinical Experiences (OCE), faculty, or staff expressing an interest in participating in the professional development that is occurring today, tomorrow and Friday and continuing your student teaching experience in the remote learning delivery happening through school placement site. Even if you are unable to participate in this training, you may still be able to continue student teaching remotely. CUNY and Hunter College support your interest in continuing with your student teaching experience through remote learning.

Requirements for Approval to Continue Student Teaching During Remote Instruction

If you would like to pursue the possibility of continuing student teaching during the remote/online instruction period, you will need to meet the following conditions:

Willingness of your cooperating teacher to have you continue student teaching remotely and to provide you with adequate support and supervision in the context of remote learning. You should reach out to your cooperating teacher to see if they are willing and able to support you if you resume student teaching remotely. Hunter College will also reach out to them letting them know that remote student teaching is approved by CUNY and Hunter. Support by your cooperating teacher may include collaborative lesson planning, sharing of instructional materials, guidance on delivering online content, and advice on planning and implementing assessments in this context. It is possible that your cooperating teaching may not be able to commit to this arrangement at this time or at all.
Approval of the school principal or director of your continued participation as a student teacher. We are asking that your cooperating teacher, should they agree to support you, seek this approval from their principal on your behalf.
Field Supervision by Hunter supervisors must continue; however, the supervisors will not be part of the remote classroom. You will be required to submit materials to your supervisor using the Huntersoe.org Google drive where you would have submitted your video observation materials under normal circumstances. Your cooperating teacher and principal will have to agree to this if you are going to engage in remote instruction student teaching. Your seminar instructors and field supervisors will be provided with information about how to adapt the supervision in this new context. They will receive that information later this week and we will share it with you as well.
If you participate in any in-person activities related to your student teaching, please be aware of risks and be willing to take the necessary precautions, as per available guidance, to participate in the school-based training during this crisis.

Next Steps for those Approved to Continue Student Teaching during Remote Instruction

If you return to your student teaching experience through remote instruction in coordination with your cooperating teacher, please complete the Remote Student Teaching Form. We will follow up with your cooperating teacher to confirm their willingness to continue your student teaching.
Inform your field supervisor/seminar instructor that you have been approved to continue student teaching remotely. They will be in touch on how to maintain their support.

Grading and Syllabi Policies

As we get a better sense of how student teaching will continue through Spring, we will work with Student Teaching seminar leaders on how best to adjust syllabi and grading policies.

Postponing Student Teaching During Remote Instruction

If you do not wish to continue with your student teaching experience through remote learning, or your assigned school is not able to have you continue at this time, then you may be able to resume student teaching when New York City public schools reopen or begin teaching remotely later in the semester. Please be mindful that Mayor DeBlasio has targeted Monday, April 20, 2020 as the projected date to re-open schools; however, schools may reopen later or not at all depending on how our current public health crisis evolves.

Changes to New York State Education Department Regulations

We are awaiting information from the New York State Education Department about any suspensions or changes to regulations regarding student teaching experiences or certification requirements, such as the EdTPA. As soon as any information is shared with us from NYSED, we will share it with you as soon as possible.

New York City Department of Education: Rapid Transition to Online Learning

The New York City Department of Education is offering a free online course called Rapid Transition to Online Learning. If you wish to participate in the Department of Education’s remote learning, this course will serve as a good start to preparation. If not, it should still be useful to orient you to new pedagogies, and to shed light on what is happening at CUNY and the Department of Education now.

Support

If you have specific questions, please contact your programs’s Clinical Placement Specialist.

Adolescence Programs and Adolescent Special Education: Latoya King
Bilingual Education: Ileana Infante
Childhood Education and Childhood Special Ed: Robin O’Leary
Early Childhood and Early Childhood Development and Learning: Elizabeth Harrison
Teaching English to Speakers of Other Languages (TESOL), Creative Arts, Deaf and Hard-of-Hearing, Blind and Visually Impaired, and Multiple Severe Disabilities: Zahra Ahmed

Make an Appointment

To make an appointment with a clinical placement specialist, please select from the options below.

March 18th: Letter to All Students from Dean Middleton

Dear Students,

My thoughts are with all of you as we navigate this unprecedented moment and all the related challenges it has presented. I want to reassure you that the School of Education continues our commitment to supporting our students, each other, and the members of our community. Hunter College and the School of Education continue to be open — on campus and remotely — to serve the needs of our students and faculty. The faculty and staff of Hunter College are pulling together to ensure all of you continue with your high quality education and progress towards degrees.

I am reaching out to all of you as we conclude the instructional recess and move to remote learning for your classes. For additional specific letter for those of you in student teaching visit the Letter To Student Teachers page.

Remote Learning

First, I want to make sure that you have been in touch with your course faculty on plans for tomorrow’s resumption of classes. Our faculty has been working on updating their syllabi, including online platforms for communication, revised assignments, and how to make up for the lost meeting due to the instructional recess. Please take responsibility for knowing how instruction will take place starting tomorrow and for testing your various internet connections/computer applications to ensure you can continue learning with minimal disruption. If you have not been contacted by your professor, please do reach out to them and to the relevant department.

Departmental Email

Curriculum And Teaching Department: ctdept@hunter.cuny.edu
Special Education Office: sped@hunter.cuny.edu
Educational Foundations and Counseling Programs: soeedfound@hunter.cuny.edu

Fieldwork and Student Teaching

Secondly, as you are all aware, the New York City Department of Education has suspended PreK – 12 classes across the city this week, with a move to remote instruction to begin Monday, March 23. All fieldwork for our courses — including non-school based counseling practica and internships — has been suspended. We are in contact with the faculty of affected courses, and they will be integrating virtual experiences and other solutions to provide students with meaningful fieldwork experiences to maintain the integrity of our coursework. Student Teaching has also been affected, and as I mentioned above, further information for teacher candidates in student teaching is available via the Letter to Student Teachers.

PETS: Finger Printing for Fieldwork and Student Teaching Suspended

Please also know that the New York City Department Of Education has suspended PETS processing until further notice. We will provide further information when that process resumes.

Certification

Thirdly, I know all of our teaching, counselor, and leadership candidates are concerned about certification. Our faculty are working to maintain the integrity of our coursework which is crucial to keeping our students on the path for certification. We are in contact with CUNY and the New York State Education Department (NYSED) on how the current challenges around clinical placements will affect licensure. When we have further information we will provide it to you as soon as possible.

New York State Education Department (NYSED) Closure

The New York State Education Department (NYSED) has closed its offices until April 1, meaning NYSED is currently not reviewing applications. You should expect a delay in certification application processing and responses to inquiries.

New York State Teacher Certification Exams (NYSTCE) Suspended

Please note, Pearson-VUE has suspended offering New York State Teacher Certification Exams (NYSTCE) for 30 days until April 16. If you were registered for exams this semester, please check their website directly for further information.

edTPA

We are also in contact regarding the edTPA test requirement for initial certification. NYSED is considering the challenge presented by the current situation, and we will update students as information becomes available.

Support

Should you have any questions on certification, please contact soe.oasa@hunter.cuny.edu or make a virtual appointment via the Student Reception and Support During COVID-19 page.

President Raab’s Message: Academic Date Changes

I hope you will read President Raab’s message for important information on academic date changes for course withdrawal, filing for pass/no credit/fail, and incomplete grades. I know this transition to remote learning raises significant questions for all of you and the progress in your program. Please reach out to your instructors and advisors as needed.

Affirming Our Values

While this situation has prompted impressive acts of kindness, charity, and service, the coronavirus spread has also engendered negative responses, particularly to members of our community mistakenly targeted for the virus’s geographic start. As the Chancellor has repeatedly emphasized, “we are an institution that takes pride in its welcoming environment and unwavering promotion of the values of equity and inclusion. These challenging times are not an excuse to behave any differently towards those with whom we serve, live, study and work.” I would ask all of our students to affirm our values as the situation progresses, and if there are students or faculty who have concerns, please contact the Dean of Students in the Division of Student Affairs.

School of Education Administrative Offices Remote Working

Finally, I wanted to let you know that the School of Education has moved most of its administrative offices to remote working in an effort to continue serving our students and supporting their academic progress. We have established a Virtual Reception to maintain student support and advising, and for you to ask questions and get guidance. Please remember – you can find significant information of your needs at the School of Education website: education.hunter.cuny.edu/academics, including how and with whom to make advising appointments to address your academic and advising needs. Our Office of Academic and Student Affairs will also be holding a “Thriving in School during COVID 19” webinar next Thursday.

I hope that each of you can successfully engage with your classes as we move to remote learning tomorrow. Please know we are here to support you through this challenging time.

Sincerely,

Michael Middleton

Dean, School of Education